PDAs for Assessment and Data-Driven Decisionmaking

Chicago Public Schools District #299

Chicago, IL
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

During the 2004–2005 school year, the Chicago Public Schools' Office of Technology Services eLearning (OTS eLearning) and the Office of Literacy began collaborating to administer early literacy screening and diagnostic assessments using personal digital assistants (PDAs) and a Web-based data management tool. The project goal is to streamline assessments so teachers can make data-driven decisions to improve instruction and enhance student achievement. To date, the screening and diagnostic tools include:

1. Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Illinois Reading First selected DIBELS as the assessment to identify student reading barriers, as well as monitor students’ progress. DIBELS, which is based on 15 years of scientific research, will help teachers quickly identify which students are at risk and may need further intervention.

2. Texas Primary Reading Inventory (TPRI). Illinois Reading First selected the TPRI as the diagnostic tool to help teachers quickly diagnose students’ individual literacy needs and make coherent instructional decisions. mCLASS: TPRI™ will also enable lead literacy teachers to use their PDAs to administer the TPRI on the lowest 20% of each class.

3. Tejas LEE (for ELL students). Tejas LEE is a Reading First assessment that measures the critical early reading skills of phonological awareness, decoding, fluency, and comprehension in children (K–2) learning to read in Spanish. The assessments are part of the district's efforts to ensure that it retains only students who really need and would benefit from retention. A total of 37,468 students in 124 schools were assessed in the fall of 2004. In January 2005, 42,823 students in 144 schools will be assessed. The 144 schools are CPS Reading First schools, 11 of the top 20 high-retention schools, seven Comprehensive School Reform partnership schools and 13 schools grouped under a Digital Age Learning Initiative (DALI) grant. All K–3 students at the schools will be assessed. The DIBELS project addresses the following ISTE standards:

• ASSESSMENT AND EVALUATION. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers (a) apply technology in assessing student learning of subject matter using a variety of assessment techniques, and (b) use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
• PRODUCTIVITY AND PROFESSIONAL PRACTICE. Teachers use technology to enhance their productivity and professional practice. Teachers (a) use technology resources to engage in ongoing professional development and lifelong learning, and (b) apply technology to increase productivity.
• Project Timeline:
  *Phases DIBELS *TPRI *Tejas LEE Schools
  I: Fall ‘04 37,468 TBD TBD 124
  II: Fall ‘04 42,823 7,497 9,000 124
  III: Winter ‘05 42,823 545 TBD 144
  *Project will increase during the 2005–2006 school year, based on systemwide goals.

Organizational Change

The process of change occurred organically through the collaboration of the Office of Literacy and the OTS eLearning. The two departments were working together to collect data for the DIBELS assessment, which teachers were administering through the paper-based method. Due to the many challenges that method posed, the two departments researched alternatives and agreed upon the Wireless Generation hand-held computer administration solution. The Office of Literacy provided the rationale for the test, and OTS eLearning managed the training, distribution of PDAs, and all interaction with the vendor to ensure success. It was a truly successful collaboration, which has paved the way for further collaboration, particularly in ensuring that the Office of Literacy PD offerings are integrated with effective technology integration strategies.

Budget & Finance

Total Cost: $1,507,948.68

Cost Per School: $10,399.65 (This cost is for 144 schools; the project is expected to scale up.)

Professional Development

Teachers involved in administering DIBELS participated in 2 days of professional development, which addressed both the use of the PDA and the correct administration of the assessment. Further professional development is planned for data analysis, data-driven decisionmaking, and using data to change and improve instructional practices.

Technology Infrastructure

The following requirements are necessary for the sync station at each school

INTEL HARDWARE MINIMUM REQUIREMENTS:

• Processor: Pentium or greater
• RAM: 64MB or greater recommended
• Free Hard Disk Space: 100MB
• Operating System: Windows 98SE, Windows 2000/XP, Win NT 4.0 SP6 (serial cradle only).
• Ports: USB
• Internet Access: 56Kbps or greater
• Application Software: Palm Desktop 4.0.1 for WindowsPalm Hotsync Manager 4.0 or greater.

Each assessment team member also needs a PDA that meets the following requirements:

• Palm OS Brand Model
• OS4 Palm m500
• m130
• m505
• m515
• Tungsten W
• AlphaSmart Dana
• Sony Clie SJ22
• OS5 Palm Zire 21
• Zire 31
• Zire 71
• Zire 72
• Tungsten E
• Tungsten T2, T3
• Tungsten C
• Clie PEG-UX50/U
• Sony Clie TJ25, TJ27
• Clie TJ35, TJ37

In addition, the school district has to provide data to wireless generation to provide school and classroom level data.

Outcomes

The outcomes of using the PDA and Web-based database solution provide the following:

• Teachers and administrators will have immediate access to assessment data.
• Teachers will use the data to improve instructional practices to impact student achievement.

Evaluation

The collaboration between OTS eLearning and the Office of Literacy was critical to the project’s success. The Office of Literacy managed the selection of the assessment and the rationale for administering the assessment. The Office of eLearning managed the implementation of the assessment. This project is scalable districtwide with full cooperation from the 24 area instructional officers (AIOS), the 24 area instructional technology coordinators (AITCs), and the 24 area reading coaches (ARCS).

Contact Information

Sharnell Jackson
sjackson@cps.k12.il.us
773-553-1308